Presents a personal anecdote illustrating how a teacher learned to control an attention-seeking student who was disruptive in the classroom. (MD)

Antecedent conditions involving instructor's task demands and social comments were evaluated for three students with severe disabilities who exhibited problem behavior. An instructor emitted high rates of social comments and gradually faded in task demands. Social validity assessments indicated that substantial improvements were perceived in…

Teachers of the learning disabled (LD) and mainstream teachers can incorporate preventive cuing practices into existing classroom management procedures to stop disruptive behavior before it starts. They can encourage LD students to accept responsibility for self-management and can maximize cooperation, minimize conflict, and promote positive…

A study was conducted to determine the effects of student locus of control on perceptions of and resistance to teacher influence attempts. Subjects, 302 college students, were provided with 22 sets of Behavior Alteration Messages and were instructed to rate on a 1-5 scale "how frequently your teacher uses statements of each type to get you to…

A teacher training program located in the Department of Communication at the University of Montana systematically attempts to modify teachers' communication behavior within the classroom. In step 1, baseline behavioral data are collected from each teacher by videotaping within the classroom. Step 2 involves coding the videotapes, using a "simple"…

Data gathered from 42 secondary school speech communication teachers and their students formed the foundation for a study that examined the relationship between: (1) differential use of Behavior Alteration Techniques (BATs) by teachers trained or untrained in communication in instruction and (2) learning of students of varying quality levels.…